Collaborative Research: Expansive Meanings and Makings in ArtScience

合作研究：艺术科学的广泛意义和形成

• 批准号: 1348462
• 负责人: Megan Bang
• 金额: $ 67.68万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2019-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348462&HistoricalAwards=false
• 关键词: Collaborative; Research; Expansive; Meanings; Makings

AbstractExpansive Meanings and Makings in ArtScience will design and develop an innovative model of ArtScience learning for middle and high school age youth from communities underrepresented in STEM fields. ArtScience is an emerging movement emphasizing commonalities in thinking practices used by artists and scientists as they explore complex 21st century problems. Youth will engage in ArtScience inquiries in two scientific domains of significance to them and their communities: climate change and the human microbiome. The project investigates the hypothesis that an ArtScience approach will expand opportunities for historically underrepresented youth to develop meaningful understanding of core ideas related to Earth?s systems, ecosystems and microbiology as well as increased fluency with scientific and artistic practices related to the interpretation, production, and use of complex scientific visualizations. Design and research activities will be carried out collaboratively in informal and formal learning environments: in Seattle with a youth theatre company, Red Eagle Soaring, that serves primarily Native youth, and in Boston with a public high school, Boston Arts Academy, that serves youth from underrepresented communities. A multidisciplinary team of learning scientists, scientists, and artists will collaborate in the research, including: the Chèche Konnen Center at TERC, University of Washington, Broad Institute, and locally-based artists. In Seattle and Boston, youth will learn to interpret and investigate scientific visualizations from open access data exchanges. To help students connect with the larger, more complex visualizations, they will construct their own data on a smaller scale. Guided by participating scientists, artists and teachers, youth will learn to develop creative responses to the visualizations in ways that integrate scientific and artistic ideas, practices, materials, and concerns. This design-based research project will a) design and progressively refine an ArtScience model, b) document and analyze youths? engagement with ArtScience practices and their articulation with scientific practices, and c) assess growth in youths? conceptual understanding, fluency in use of scientific and artistic practices, and emerging identity relationships to science. A total of 100 youth will participate, 50 in each of two design cycles. Data sources will include videotapes of implementation sessions at each site, session log records, youth-generated artifacts, pre- and post-clinical interviews, and academic performance and attendance records. Data will be analyzed using interaction analysis, descriptive data analysis, discourse analysis, and life story and cognitive narratological approaches. Analyses will be coordinated across sites using shared, secure database and analysis software.This research will establish an empirical foundation in ArtScience learning that articulates with the new science frameworks and mobilizes the intellectual and creative potential of youth from communities historically underrepresented in STEM fields. Major outcomes will include an evidence-based model of ArtScience learning and evidence-based design principles that can guide adaptation of the model in formal and informal settings serving underrepresented youth. The model, design principles, assessment results, and examples of ArtScience inquiries will be shared widely through professional and community networks, locally, nationally and internationally. Through these efforts the project addresses both the STEM learning environments and broadening participation of the EHR Core program.

AbstractExpansive Meanings and Makings in ArtScience将为来自STEM领域代表性不足的社区的初中和高中年龄段的青年设计和开发一种创新的ArtScience学习模式。 艺术科学是一个新兴的运动，强调艺术家和科学家在探索21世纪世纪复杂问题时所使用的思维实践的共性。 青年将参与对他们及其社区具有重要意义的两个科学领域的艺术科学调查：气候变化和人类微生物组。 该项目调查的假设，艺术科学的方法将扩大机会，为历史上代表性不足的青年发展有意义的理解有关地球的核心思想？系统、生态系统和微生物学，以及与复杂科学可视化的解释、制作和使用相关的科学和艺术实践的流畅性的提高。 设计和研究活动将在非正式和正式的学习环境中合作进行：在西雅图，与一家主要为土著青年服务的青年戏剧公司红鹰翱翔，在波士顿，与一所公立高中波士顿艺术学院合作，为代表性不足的社区的青年提供服务。 一个由学习科学家，科学家和艺术家组成的多学科团队将在研究中合作，包括：TERC的Chèche Konnen中心，华盛顿大学，布罗德研究所和当地艺术家。在西雅图和波士顿，青少年将学习解释和调查来自开放获取数据交换的科学可视化。 为了帮助学生与更大，更复杂的可视化连接，他们将在较小的规模上构建自己的数据。 在参与的科学家，艺术家和教师的指导下，青年将学习以整合科学和艺术思想，实践，材料和关注的方式对可视化做出创造性的反应。这个基于设计的研究项目将a）设计并逐步完善一个艺术科学模型，B）记录并分析年轻人？参与艺术科学实践及其与科学实践的衔接，以及c）评估青年的成长？概念理解，科学和艺术实践的流畅使用，以及与科学的新兴身份关系。 共有100名青年参加，两个设计周期各50名。数据来源将包括在每个站点的实施会话的录像带，会话日志记录，青年产生的文物，临床前和临床后的访谈，以及学习成绩和出勤记录。数据分析将使用互动分析、描述性数据分析、话语分析以及生活故事和认知叙事学方法。 这项研究将为艺术科学学习建立一个经验基础，与新的科学框架相结合，并调动来自STEM领域历史上代表性不足的社区的青年的智力和创造潜力。 主要成果将包括一个基于证据的艺术科学学习模式和基于证据的设计原则，这些原则可以指导该模式在正式和非正式环境中的适应，为代表性不足的青年提供服务。该模型，设计原则，评估结果和ArtScience调查的例子将通过专业和社区网络，在当地，国家和国际上广泛分享。通过这些努力，该项目既解决了STEM学习环境问题，又扩大了EHR核心计划的参与范围。